| A meta-analysis of research detailing the effect of traditional and various non-traditional instructional approaches to the laboratory component of instruction at the beginning college level on cognitive and/or non-cognitive student learning was performed. Included in the analysis are studies that were conducted between 1970-1994, that utilized valid statistical procedures in the data analysis, that included a control, and that addressed cognitive and/or non-cognitive learning outcomes as a function of specific methods utilized in the laboratory component of science instruction at the beginning college level leading to the following major conclusions: (1) The non-traditional approach to the laboratory component of beginning college level science instruction, when compared to the traditional approach, results, overall, in significantly improved cognitive and non-cognitive student learning. Cognitive learning includes content and reasoning ability: non-cognitive learning includes attitudes toward science and/or scientists and manipulative skills development. (2) The non-traditional approach to the laboratory component of beginning college level science instruction, when compared to the traditional approach, results, overall, in significantly improved cognitive and non-cognitive student learning, in both the biological and non-biological sciences (physics and geology/earth science). (3) The non-traditional approach to the laboratory component of beginning college level science instruction, when compared to the traditional approach, results, overall, in significantly improved cognitive and non-cognitive student learning when various non-traditional approaches and strategies are used. Such non-traditional approaches include: use of technology (micro-computers, and videotapes), instructional strategies (inquiry-discovery and independent laboratory), and various organizational approaches based on student characteristics as well as on teacher methodologies. |
